CEG LES PYLÔNES

Année scolaire: 2018-2019

03 BP 3621
DISCIPLINE – TRAVAIL - SUCCES
Tél.: 21 38 2435

COTONOU
DEUXIEME SERIE DES DEVOIRS SURVEILLES DU DEUXIEME SEMESTRE

EPREUVE : ANGLAIS CLASSE : 6ème DUREE : 1h 30

Compétences à évaluer
CD2 réagir de façon précise et appropriée à un message lu
CD3 : Produire de façon appropriée des textes de types et de fonction variés
L’épreuve
I- La réaction à un texte écrit
Contexte : Il est bon d’avoir un métier dans la vie
Support
Text
Fenou, Paul, Fatimatou and John are friends. They all live in Calavi. Fenou’s father is a mason, he
builds houses. Paul’s father is a carpenter, he makes chairs. Fatima is a little seamstress, she sews
dresses. John is a little electrician; he repairs electric circuits. On Sunday they play together at home.
Critère d’évaluation
Après avoir lu le texte, tu montreras que tu l’as compris en:
-reconnaissant les détails du texte en complétant un tableau
- répondant à des questions de façon appropriée,
- faisant des associations convenables
-montrant ta compétence en grammaire
Tâches
Item 1 Complete this table with information from the text
People occupations Objects
John 1…………….. 2…………….
3…………. mason 4………..
5…………. 6……………. Dresses
Paul’s father 7…………… 8………….

Item 2 : Answer these questions on the text

1- Who are the friends in the text?
2- Where do they live?
 3- What do they do on Sundays?
Item 3: Match the verbs in column A with the right jobs in column B

A B
Verbs Jobs
1-Repair a- seamstress
2-build b-mason
3-make c-electrician
4-sew d-carpenter
Item 4 : choose the correct verb to complete the sentences
1- Paul is (making, building) houses
2- They are (build, building) houses
3- Fenou( play, plays) on Saturdays
4- Do they (repair, repairs) the bulbs?

II- Production d’un texte de type particulier

A/ Contexte : Nous provenons tous d’une famille. Ce petit paragraphe nous présente brièvement la famille
de Bossou
B/ Critère d’évaluation
Tu montreras ta capacité à produire un paragraphe en Anglais en :
- Ordonnant les mots pour avoir des phrases correctes
- Respectant la logique interne des phrases
- L’Orthographe des mots
C/ Tâche :
Writing: Order the following words
1- a) Bossou / name / is / my
b) a / student / I / am / good
2- mason / a / my / father / is
3- builds / he / houses.
4- live / at / we / Calavi
 CEG LES PYLÔNES
Année scolaire: 2018-2019
03 BP 3621
DISCIPLINE – TRAVAIL - SUCCES
Tél.: 21 38 2435

COTONOU
DEUXIEME SERIE DES DEVOIRS SURVEILLES DU DEUXIEME SEMESTRE

EPREUVE : ANGLAIS CLASSE : 5ème DUREE : 1h 30

Compétences a évaluer
Compétence disciplinaire n° 2 : Réagir de façon précise et appropriée à des messages lus.
Compétence disciplinaire n°3 Produire de façon appropriée des texte de type et de fonction variés.
L’épreuve :
A- La réaction à un message lu
Contexte :
Sam est un élève qui est très fier de son horoscope qui lui prédit un avenir meilleur
Support
Text : Sam’s horoscope
I’m Sam. I go to school at ‘’la Lumière’’ Secondary School. I get up at 6 o’clock a.m. to learn my
lessons. I have class from Monday to Friday. I’m fifteen years old and my birthday is on May 23 rd. My
horoscope is Gemini and it says I will not work hard at school but I will do better than usual says someone
will give me some good advice and I’ll have very good luck in the future.
I enjoy my horoscope because it finally says I will have a long and successful life. I think Gemini is
the best horoscope. My friends have a wonderful day when they read information about their horoscopes.
In my class, there are two Gemini, three Virgos, one Capricorn and other zodiac signs.
Vocabulary:
Gemini: Gémeaux Successful: couronné de succès
Wonderful : merveilleux Virgo : Capricorne Zodiac : signe zodiaque
Critère d’évaluation
Après avoir lu le texte ci-dessus, tu montreras que tu l’as compris en :
- reconnaissant des détails du texte.
- Exprimant des appréciations personnelles sur le texte.
- Prouvant ta maîtrise de certaines structures grammaticales de la langue anglaise.
- Ordonnant certains mots pour construire des phrases correctes.
Tâche
Item 1 : After reading the text complete this table.
Sam’s horoscope Sam’s school Sam’s horoscope Sam’s classmates Sam’s birthday
predictions horoscope

Item 2: Answer these questions

1- What’s Sam?
2- When does he get up?
3- How old is he
4- Why does he like his horoscope?
Item 3 Choose the right word to fill in the gaps: are ; going to; is ; will
1- Sam…………. A student at ‘’CEG LES Pylônes’’
2- He is ……….. learn his lessons to get good marks.
3- In his class, there ……….. only three virgos.
4- Sam’s friends ……..have a wonderful day when they read information about their horoscope.
Item 4: Recorder these words t make correct sentences.
1- from / class / Monday / to / have / I / Friday
2- I / fifteen / am / old / years
3- two / in / class / my / are / there / Gemini
4- up / I / get / learn / to / at / my / 6 / lessons / o’clock /

B/ La production écrite d’un texte de type particulier:

Contexte :
Pour la célébration de leur fête de fin d’année, les élèves de la 5ème de ton établissement ont élaboré
le programme ci-dessous qui t’est présenté de façon désordonnée.
Tâche : Tu montreras ta compétence à produire un paragraphe en :
-Respectant le contexte
- Réordonnant les phrases à l’aide des connecteurs logiques
- Produsant un paragraphe selon l’ordre correct des phrases.
Cosignes :Put the sentences below in the correct order and write a clear paragraph.
- Then, they will give with the results of each class and reward the best students.
- This is the program of the party:
- Next, they eat delicious foods and take cool drinks.
- The students of 5ème are going to celebrate at the end of this academic year.
- Finally, they will have a dancing party at ‘’OBAMA BEACH’’
- First, each student is going to introduce himself to the others.
NB: reward: recompenser
 CEG LES PYLÔNES
Année scolaire: 2018-2019
- 03 BP 3621
- DISCIPLINE – TRAVAIL - SUCCES
- Tél.: 21 38 2435
-
-

COTONOU
- DEUXIEME SERIE DES DEVOIRS SURVEILLES DU DEUXIEME SEMESTRE
-

EPREUVE : ANGLAIS CLASSE : 4ème DUREE 2h

Compétence à évaluer
- Compétence disciplinaire n°2 : Réagir de façon précise et appropriée à des messages lus.
- Compétence disciplinaire n°3 : Produire de façon appropriée des textes de types et de fonction variés.
L’Epreuve :
A- La réaction à un texte écrit :
Contexte :
L’éducation des filles est aussi importante que celle des garçons Mais certaines traditions et croyances
peuvent parfois être un frein pour bonne éducation des jeunes filles.
Support
Text: Obstacles to Gil’s Education
Boys and girls should be equally educated but in African tradition girls are expected to help their mothers
with household chores: marketing, cooking, garden farming and many other low paid jobs.
As apprentices to their mothers, girls begin at an easy age to take care of the younger brothers and sisters.
The absence of girls from these chores would considerably reduce the economic power of the family. Yet,
their contributions are neither recognized nor evaluated in economic terms.
Boys, by tradition are not expected to carry out these functions in the home as girls. A mother would not like
to lose the services of her daughters. The father on the other hand would not accept to spend money for his
daughter’s education since they are going to get married and not remain within the family.
In addition, religious beliefs and social norms prevent parents from sending their daughters to school even
when they are willing to. All these beliefs constitute obstacles to the emancipation of girls in the society.
Nowadays more and more women participate very actively in all sectors of community life and play
important roles in the development of their countries. They are in positions to change policy that affect girl’s
education. They must study these problems in order to increase participation of girls in the schools.
Adapted from: Major constraints to Women’s Accessed to Higher Education in Africa.

Critère d’évaluation
Après avoir lu le texte, tu montreras que tu l’as compris en :
- Exprimant tes appréciations personnelles sur le texte.
- En répondant à des questions de façon appropriée,
- En ajoutant les préfixes appropriés pour former des mots contraires
- Montrant ta maîtrise à donner des conseils.
Consignes :
Item 1 : Are the following sentences ‘’true’’ or ‘’false’’ ?
1- In African tradition, boys and girls are educated equally.
2- Girls do not help their mother in the household chores.
3- Everybody recognizes girls’ contribution in the well being of the family.
4- Ther are a lot of obstacles which prevent girls from being more useful to the society.
Item 2 : Answer these questions based on the text
1- What are girls expected to do in African tradition?
2- Are boys expected to carry out the same functions in home as girls?
3- What prevent parents from sending their daughter to school even when they are willing to?
Item 3 : From the opposites of the words by adding the corresponding prefixes: un / dis / in
Words Opposites
1) Agree
2) Moral
3) Honest
4) Kind
Item 4 : Copy and complete the sentences with ‘’should ‘’ or shouldn’t’’.
1- Boys and girls…… be sent to school equally.
2- Students………cheat during exam.
3- Karim……..spend all his time watching TV.
4- Children…….respect their parents.
B- La production écrite d’un texte de types et de fonctions varies
Contexte :
L’éducation des enfants est très importante pour toute nation. Le gouvernement a donc rendu l’école
primaire gratuite pour tous les enfants.
Critère d’évaluation
Tu montreras ta compétence à produire un paragraphe en :
- Respectant le contexte.
- Ordonnant les mots pour avoir des phrases grammaticalement correctes et significatives.
- Mettant les phrases dans l’ordre pour avoir un paragraphe cohérent.
Tâche
Writing : Re-order the words so as to make a meaningful sentence in order to have a coherent paragraph
1- Go / to school / must / every child
2- Has taken / the government / an important / decision.
3- Expensive / education / for children / be / in the primary school / mustn’t.
4- Happy / was / with that decision / everybody.
 CEG LES PYLÔNES
Année scolaire: 2018-2019
- 03 BP 3621
- DISCIPLINE – TRAVAIL - SUCCES
- Tél.: 21 38 2435
-
-

COTONOUCEG LES
- DEUXIEME SERIE DES DEVOIRS SURVEILLES DU DEUXIEME SEMESTRE
PYLÔNES -

EPREUVE
03 BP 3621 : ANGLAIS CLASSE : 3ème DUREE 2h
- Compétences à évaluer
Tél.: 21 38 2435
- Réagir de façon appropriée à un message lu
COTONOU
- Produire de façon appropriée un type de type et de fonction variés.
L’épreuve
A- La réaction a un texte écrit
Contexte :
Dans beaucoup de pays, des catastrophes naturelles surviennent et font de nombreuses victimes
Support
Text : A disaster in East Africa
Weather conditions have interrupted seasonal rains for two consecutive seasons. The rain failed in
2011 in Kenya and Ethiopia and for two previous years in Somalia. The lack of rain led to crop failure
and widespread loss of livestock in some areas which decreased milk production as well as exacerbating
poor harvest. As a result, cereal prices rose to record levels while livestock price and wages fell,
reducing purchasing power across the region.
The head of the United State Agency for International Development, Rajiv, Shah, Stated that climate
change contributed to the severity of the crisis. The weather has become hotter and drier. The failure of
the international community to heed the early warning system was criticized for leading to a worsening
of the crisis.
By January 2011 the American ambassador to Kenya declared a disaster and called for urgent
assistance. On June 7th, 2011, FEWS NET declared that the crisis was ‘’The most severe food security
emergency in the world today, and the current humanitarian response is inadequate to prevent further
deterioration’’ the UN later announced on June 28 that 12 million people in the East Africa region were
affected by the drought and that some areas were on the brink of famine, with many refugees in search of
water and food. Oxfam’s humanitarian director Jane cocking stated that ‘’this preventable disaster and
solutions are possible: children are wasting in a disaster that we could and should have prevented’’. The
warming signs have been seen for months, and the world has been slow to act. Much greater long-term
investment is needed in food production and basic development to help people cope with poor rains and
ensure that this is the last famine in the region.
 Source: UN Office for the coordination of Humanitarian Affairs (OCHA)
Critère d’évaluation
Après avoir lu le texte, tu montreras que tu l’as compris en :
- Reconnaissant les détails du texte ;
- Exprimant tes appréciations personnelles sur le texte ;
- Manifestant ta maîtrise de certains mots du teste ;
- Réécrivant certaines phrases du texte sans changer leur sens
Tâche
Item 1 : Answer by right or wrong according to the text
1- Ther was no rainy season for two years in Somalia
2- The lack of rain caused a bad harvest
3- The international community didn’t react promptly
4- People were surprised by the disaster.
Item 2 :Answer these questions based on the text
What disaster is described in the text?
Why did cereal prices rice?
Who called for an urgent assistance?
Item 3 : Fond from the text words or expression meaning almost the same as the following ones
Stopped (Paragraph 1)
Before (paragraph 1)
Opposite of success(paragraph 2)
People who leave their country because of a danger (paragraph .)
Item 4: Rewrite the following sentences using the prompts given Don’t change their meaning.
Could I ask you to dig wells in my village?
Would you………………………………………………
We have little milk now
We don’t have……………………………….
The drought affected 12 million people
12 million people…………………………..
The warning sings have been seen for months
-People have……………………….
B- Production de texte de type particulier
Contexte :
Après avoir reçu des informations sur les méfaits de la sécheresse ; tu veux écrire un petit paragraphe sur
cette catastrophe.
Critères d’évaluation
Tu montreras par la production d’un paragraphe cohérent ta compétence à présenter une situation
particulière en :
Respectant le contexte
Construisant des phrases grammaticalement correctes
Utilisant le vocabulaire adéquat
Utilisant l’orthographe et la ponctuation appropriées.
Répondant aux questions posées.
Tâche :
Writing : Answer the questions below to have a meaningful paragraph
What happens when there is a drought?
Why are people hungry and thirsty?
What do organizations do?
Do you know any relief services? Name two (02) or three (03) of them and say what they do.
CEG LES PYLÔNES
Année scolaire: 2018-2019
03 BP 3621
DISCIPLINE – TRAVAIL - SUCCES
Tél.: 21 38 2435

COTONOU
DEUXIEME SERIE DES DEVOIRS SURVEILLES DU DEUXIEME SEMESTRE
EPREUVE : ANGLAIS CLASSE : 1ère ABCD DUREE : 3h

Compétences à évaluer

CD2 : Réagir de façon précise et appropriée à des messages lus ou entendus.

CD3 : Produire de façon appropriée des textes de types et de fonction variés

A- LA REACTION A UN TEXTE ECRIT

Contexte
Nous sommes d’un jour à l’autre à la quête d’un emploi et il nous arrive de nous demander comment
procéder pour gagner la place dans telle ou telle entreprise.

SUPPORT

Text:JOB HUNTING

Getting a job is a problem which every person earlier or later faces. We spend great part of our life at our
job, so choosing a right career is one of the most important decisions you will make in your life. To find a good
job when you are young and do not have working experience is rather difficult and it is one of the most
stressful situations.
The job search may take a while, but with the simple steps you will find that job that suits you. There are
many ways to get your first job. The first place where you can ask for a job is the organization where you are
undergoing practical training. Another thing you can always do is to make a list of organizations which need
your kind of skills and just send them a copy of your CV. You can also go to a personnel or employment
agencies. Many employment agencies deal with employers and handle temporary and permanent jobs that’s
why they have more information on possible vacancies and they list jobs.
One of the few places to find a job is the Internet also known as the worldwide web. Go on the world
wide web and type in wanted jobs in any major search engine, or the specific job that you are looking for,
and you will come up with many results.
Then you should check the newspapers where the employers advertize for job vacancies. You may
examine their advertisements and if you are interested in one, you are to replay to it applying for a job.
You can use newspapers and Internet in order to put your advertising called mini resume. Usually
this mini resume is published online on employer’s websites or it is advertized in the newspapers. It
includes a reference to the complete resume. Composing your mini resume, try to write only necessary
information, tell about your education, experience, additional knowledge and skills in a few words.
One of crucial steps to getting a job is actually to talk to any trustworthy person you are friends or
acquaintances with. You may ask your friends and relatives for help as up to fifty per cent of job vacancies never
get advertised in the newspapers. As weird as this may sound, employers generally hire people they know, first
and people sent to them from people they know, second. This is of course assuming both applicants have the
same amount experience. In fact it has been suggested as many as five of every ten positions are filled through
personal contacts. The better the job and the better the pay, the greater the chance it will be offered through a
personal contact.
Also, keep in mind that if you know of a friend who works in a field that you are interested in, talk to
him. He can usually help you out in your search, and possibly get you a job, or a career that you will love and
enjoy. However personal contacts do not guarantee a job.
Remember to try to choose a job that you will enjoy. When you find an interesting vacancy, you are to
prepare your resume and to send your CV and covering letter to the employer.
Slightly adapted from the web

Critères d’évaluation
Après avoir lu le texte, tu montreras que tu l’as compris en :
 reconnaissant des détails ;
 répondant aux questions de façon approfondie ;
 montrant ta maîtrise du vocabulaire et de la syntaxe;
 faisant le choix des mots appropriés ;
 reformulant des phrases du texte
Tâches

Item 1: Answer by true or false these statements.

1- Everybody face the problem of getting job once in his life.

2- It is an easier thing to choose a job.
3- To get a job, one need to find the right organization that requires your skills.
4- One of crucial steps to getting a job is actually to talk to any person, even unknown peope.
5- Trying to identify the suitable job is not important before submitting your CV and covering letter.

Item2: Answer these questions based on the text in your own words.

1- Is it easy to find a good job when you are young and without working experience?
2- Where can you submit your mini résumé for advertising?
3- Quote from the text three (3) sources of job.
4- Is it advisable to talk to any trustworthy relative when hunting for job? Justify your answer.

Item3: Find in the indicated paragraph words with the same meaning as the following sentences.

1- Bodies, (paragraph2)
2- Companies which have details of jobs and details of the people who might want
them(paragraph 2)
3- Jobs that no-one is doing, that someone is needed to do (paragraph2)
4- Job, post (paragraph 6)

Item4: Complete these sentences with simple future or future perfect

1- I am sure he (to meet) some interesting advertisement.

2- By 1st June Codjo (to find) a new job.
3- By July 15th the board (to examine) the cover letters of each applicant for a week.
4- They (to appoint) every applicant to his/her new position next month.

Item5: Complete these sentences with: have to, don’t have to, should and would. (For 1ère AB only)
 1- When we were at school, we………. wear uniform.
2- You ………..be an expert before hunting for a job.
3- To get a suitable and permanent job; you………. talk to trustful people.
4- If you want to work in USA, you…………speak English fluently.
5- People used to check newspapers and internet where employers……….advertise job vacancies.

Item6: Translate into French this passage:

From: “Also, keep….” Down to “guarantee a job”

B- LA PRODUCTION ECRITE D’UN TEXTE DE TYPE PARTICULIER

Contexte :

Nous soumettons parfois des correspondances qui freinent notre embauche. Une bonne maitrise et une
excellente présentation de nos demandes d’emploi en sont des atouts. Utilise les informations ci-après
judicieusement.

CRITERES D’EVALUATION

Tu montreras ta compétence à produire une lettre de demande d’emploi en Anglais en :

-respectant la forme et le type de texte
-respectant la logique interne du texte
-disposant correctement les détails pour former une lettre administrative
-utilisant adéquatement les idées

Writing: you, Mariceline and you are looking for a job; re-order theses information about a cover letter to form
a suitable one you will submit to your employer

1 2 3 4

Dear Sir, May 6, 2019 Signature MaricelineTunga

As woman with high regard to your institution, and with an earnest desire to serve in capacity in which
the following qualifications must be adopted, I am applying for a position of teacher.Please find enclosed
my current CV.
6

I am MaricelineTunga, a fresh graduate of Laguna State Polytechnic University with the degree of
secondary Education Major in English. I also joined different organizations, in and out of the school that
helped to develop my leadership and self-confidence.
7

I am optimistic that all my qualification as applicant for teaching would meet your standard for
hiring.
8910
I look forward to hearing from you Calavi Saint Louis
Yoursfaithfully,
soon,
PO Box 1974

1112

Samuel Natthan For further information about my ability, you may approach the following persons:

Principal - Prof AHOSSI A- dean; college of education

- Mme Grace DOSSOU AGBOTIN - Director Office of Students affairs
CEG “Les Pylones” - Dr ZannouHypolite – pre-Service teacher coordinator
03PO Box: 3621

Cotonou
 CEG LES PYLÔNES
Année scolaire: 2018-2019
03 BP 3621
DISCIPLINE – TRAVAIL - SUCCES
Tél.: 21 38 2435

COTONOU
DEUXIEME SERIE DES DEVOIRS SURVEILLES DU DEUXIEME SEMESTRE
EPREUVE : ANGLAIS CLASSE : Tle CD DUREE : 3h

I Compétence à évaluer

CD2 : Réagir de façon précise et appropriée à des messages lus ou entendus.

CD3 : Produire de façon appropriée des textes de types et de fonction variés

I -réaction à un texte écrit

Contexte :

Le Succès dans la vie ne dépend pas forcement de hautes études académiques, mais de la
détermination, la conviction…

Le texte ci-dessous en est un exemple.

Support

Text : Tomas Edison’s brilliant career as an inventor started when he was just a young boy. He had
been at school for only three months when his teacher declared that eight-year old Thomas was
‘’addled’’ (confused). His mother decided to teach him at home and gave him a science book whuch
described a variety chemistry experiments. When he had carried out every experiment in the book,
he buil a science laboratory in the basement, labeling all his bottles ‘’poison’’.

At the age of 12, young Thomas got his first job, serving newspapers, food and drinks on a train,
but whenever he had a moment; he carried on with his experiments in the baggage compartment.
Unfortunately, during one of these experiments, he accidentally set fire to the compartement and he
lost his job.

In 1863 he became a telegraph assistant in Canada. His job was to report to Toronto every hour by
telegraph. Thomas thought this was a waste of time so he invented a gad get that sent a signal
automatically, even if he was asleep! This was his first real invention but his boss found him asleep
on the job and he nearly lost his job again!

By the age of twenty-two, Edition had become a full-time inventor. In 1882, only three years after
he had invented the light bulb, the first Central Power Station in New York was built to bring
electric light to city streets and homes. By 1913 he had combined his ‘’phonograph’’ and
‘’kinetoscope’’ to produce the first talking ‘’movie’’.
During his lifetime Edison took out a record number of 1,093 patents, and it is often said that he
‘’invented’’ the 20th century. At the time of his birth, many scientists had already experimented with
electricity, but no one had been able to do anything very useful with it! At his death, his electrical
inventions had changed life not only in America but also in all corners of the word. On the day of
his funeral, lights were turned down at 10 pm all over the United States in his honour.

From: WINGS Anglais 3e by Fiona Morel, Martine Bélorgey, Graham Bushnell, Henri le Prieult .

Tâche

Critère d’évaluation

Après avoir lu le texte, tu montreras que tu l’as compris en:

 Reconnaissant les détails du texte ;

 Répondant aux questions sur le texte ;
 Complétant des phrases en tenant compte du texte ;
 Montrant ta maîtrise des prépositions et des particules adverbiales anglaises ;
 Manipulant certains mots du texte ;
 Prouvant que tu maîtrises la formation des mots anglais ;
 Traduisant un extrait du texte en français.
Item 1 : Answer by wrong or right a ceording to the text

1- Thomas Edition was a brilliant student.

2- One can read ‘’poison’’ on Thomas ‘sexperiments bottles.
3- Thomas accidentally set fire to a train
4- He was dismissed from his first job
5- In 1863 Thomas could make equipment that did his job at his place
Item 2 : Answer these questions on the text

1- Could Edition’s Teacher teach him? Why?

2- Taking into account Thomas Edition’s achievements, can we say that his teacher was right?
3- How many things did Thomas invent? List them
Item 3: Find in the text the synonyms of these words or expressions

1- Different kinds
2- Immediately (paragraph 3)
3- Almost ( paragraph 3)
4- Joined (paragraph 4)
5- Switch off (paragraph 5)
Item 4: Rephrase these sentences wsing the prompts given.

1- Thomas Edison invented gadget

*Agadget…………..
2- ‘’Don’t be lazy if you want to succeed in life’’ Thomas Edition advised his children.

3-Amina left her village because her parents died.

4- Edison went to London when he invented a gadget.

*Before………..
5- I’m sorry. I didn’t do all the exercises

*I wish………
Item 5: Use ‘’or’’ ee’’ or’’ er’’ to end the bracketed words in order to have meaning ful
sentences
Eg: Ibrahim is a history (teach) teacher
1- The (invent) of the light bulb was Thomas Edison
2- As Thomas set fire to the train, his (employ) sacked
3- As an (employ) Thomas shouldn’t sleep at his job.
4- A(sail) needs light to navigate at night
5- ADJAVON is a generous (donate)
6- Zidane has become a good (train)
7- We need an (engine) to set this plant
8- A(photograph) uses flashlight to have clear pictures
Item 6: Translation

Translate into French from: ‘’In 1863 he became a telegraph…….’’ Down to’’…….lost his
job again’’.

II- La production d’un texte de type particulier

Contexte
Il n’est pas rare d’entendre que seuls ceux qui ont réussi à l’école sont ceux qui réussissent
dans la vie. Tu es appelé (e) à montrer que ceux qui n’ont pas réussi à l’école peuvent eux
aussi réussir dans la vie.
Critère d’évaluation
A travers cette rédaction tu montreras ta capacité à :
-respecter le contexte du sujet
- construire des phrases correctes
- utiliser le vocabulaire, l’orthographe et la ponctuation convenables.
Tâche
Writing : Write about the story of someone from your locality who got poor results at
school but succeeded in life. (20 lines maximum)